Era Covid-19 adalah suatu era dimana terjadi bencana Nasional covid-19 di Indonesia, dengan penyebaran yang cepat sehingga pemerintah berusaha memutus rantai penularannya dengan cepat, mengubah pola hidup menjadi baru, karena cakupan perubahannya luas mulai dari dunia bisnis, budaya, sosial hingga pendidikan dan pembelajaran. Tujuan dari penelitian untuk memperoleh gambaran pelaksanaan pembelajaran jarak jauh bagi siswa SMANU M.H. Thamrin sebagai upaya menekan penyebaran covid-19 di lingkungan sekolah. Sesuai Edaran Mendikbud nomor 4 tahun 2020  tentang Kebijakan Belajar dari rumah, yang intinya adalah melalui pembelajaran jarak jauh, memberikan pengalaman belajar yang bermakna, tanpa terbebani tuntuntan capaian kurikulum untuk kenaikan kelas maupun kelulusan, difokuskan pada pendidikan kecakapan hidup antara lain mengenai pandemi covid-19, aktivitas dan tugas pembelajaran belajar dari rumah dapat bervariasi antar siswa termasuk mempertimbangkan kesenjangan akses atau fasilitas belajar di rumah, bukti atau produk aktivitas belajar dari rumah diberi umpan balik yang sifat kualitatif dan berguna dari guru. Semua Sekolah langsung melaksanakan edaran Mendikbud tersebut tanpa persiapan dan strategi bagaimana pembelajaran jarak jauh tersebut dilaksanakan, termasuk SMANU M.H. Thamrin yang menjadi Subjek dalam penelitian ini meliputi siswa dan guru SMANU M.H. Thamrin. Data dikumpulkan dengan mengirimkan kuisioner online melalui google form dan observasi saat pembelajaran berlangsung. Analisis data dilakukan menggunakan teknik analisis model interaktif Milles & Huberman dengan siklus mulai pengumpulan data, reduksi data, penyajian data, verfikasi dan penarikan kesimpulan. Hasil penelitian yang telah dilakukan yaitu: (1) Siswa, Guru, Tenaga Kependidikan dan Kepala Asrama telah memiliki dan telah menggunakan perangkat dasar yang dibutuhkan untuk mengikuti pembelajaran jarak jauh; (2) pembelajaran jarak jauh yang telah dilakukan, awalnya sesuai dengan jam belajar normal, namun sekolah merubah strategi belajar sehingga pembelajaran jarak jauh memiliki fleksibilitas dalam pelaksanaan dan dapat memotivasi untuk lebih aktif dalam belajar, baik belajar mandiri maupun berkelompok; dan (3) pembelajaran jarak jauh memungkinkan terjadinya social distancing dan dapat meminimalisir siswa berkumpul di lingkungan sekolah sehingga dapat mengurangi potensi penyebaran Covid-19 di lingkungan sekolah

Kurikulum pendidikan terus menerus mengalami perubahan sesuai dengan perkembangan teknologi, namun kondisi dua tahun saat ini berbeda. Sejak dua tahun lalu, era pandemik kurikulum yang berlaku di sekolah adalah kurikulum 2013 dan kurikulum prototipe. Kurikulum prototipe merupakan pengembangan dari kurikulum 2013 disebut juga kurikulum darurat. untuk tahun ajaran 2022/2023 pemerintah menetapkan kurikulum merdeka bagi sekolah yang siap melaksanakannya. Bimbingan teknis ini sangat dibutuhkan bagi kepala sekolah dan guru agar penerapan kurikulum merdeka dapat dilaksanakan, hasil bimbingan teknis yang telah dilaksanakan, seluruh peserta memahami dan siap untuk melaksanakan kurikulum merdeka serta mendukung implementasi kurikulum merdeka di sekolahnya

This research is conducted on the application of Object-Oriented Programming, aiming to examine improvements in engagement, performance, and interaction of students in OOP class through the application of hybrid learning strategies, and then compare them with traditional class methods. This research study sought to improve students' engagement and their performance using the OOP class and implement the hybrid learning strategy and compare students' interaction at a class that using hybrid learning strategy with traditional one. The hybrid learning strategy is a teaching strategy to improve students' engagement and performance from traditional class to Virtual Learning Environment and exercise programming inside the class through activities of learning. Changes in students' attitudes and perceptions were evidence. To evaluate before and after the test, a teacher created several units of the tests, and interview randomly. Observation of research, experiences, thoughts, and insights into the virtual learning environment was carried out at each learning. Quantitative and qualitative results revealed that the students favorably responded to the hybrid learning strategy and they had increased in their engagement and communication when both compared to the traditional class. Results of the study was found that sig.t = 0.03 <α = 0.05, it was concluded that H02 was rejected and resulted in the acceptance of Ha2: µA> µB; this means that the average learning outcomes of students who take hybrid learning were higher than students who take part in learning activities using traditional learning. The students acknowledge the quality improvement in learning and using hybrid learning strategy in the class. Regarding academic performance, there are significant changes shown between hybrid learning strategy class and the traditional learning class environment.

The results of the study for Learning during a pandemic, several studies have resulted in dissatisfaction with the existing online learning system. This dissatisfaction is because the implementation of existing online learning is not well planned and structured. Online learning only transfers face-to-face learning to virtual face-to-face. This study aims to develop virtual learning environment (VLE) to help students learn independently and study with lecturers and friends online, following predetermined learning outcomes. The research design uses Research and Development, which uses a combination of three (3) models, the Borg & Gall model, the Step of System Approach Model of Educational Research and Development, and the Rowntree model. This research conduct at the Universitas Nasional. The research subjects were students of Electrical Engineering. Data collection techniques used are questionnaires, involving Instructional Design experts, Materials experts, Language experts, Design and Media experts, one-to-one evaluation, also testing, and evaluation in large groups. The study also used pre-test and post-test questions to determine the effectiveness of VLE and the learning materials developed. The data obtained from the results is divided into two parts, namely qualitative data and quantitative data. During the test, revealed four important things from the developed VLE, namely the interaction of discussion forums, face-to-face interaction through video conferences, time management, and problem-solving that directly received feedback. The test results show that students are happy, motivated to do practice questions, and always follow the learning process on time. The results of the pre-test and post-test showed an increase of 20.40%.

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